Leading with Teacher Emotions in Mind - Softcover
This research-based study helps administrators create a school environment that responds to teacher emotions and results in higher teacher retention, instructional effectiveness, and student achievement.
"synopsis" may belong to another edition of this title.
About the Author:
Dr. Leithwood is Professor of Educational Leadership and Policy at OISE/University of Toronto. His research and writing concerns school leadership, educational policy and organizational change. Dr. Leithwood has published more than 70 referred journal articles, and authored or edited more than thirty books. For example, he is the senior editor of both the first and second International Handbooks on Educational Leadership and Administration (Kluwer Publishers, 1996, 2003). His most recent books (all with Corwin Press) include Leadership With Teachers’ Emotions In Mind (in press), Making Schools Smarter (3rd edition, 2006) and Teaching for Deep Understanding (2006). Among his current research projects is a large, five-year, Wallace Foundation study, with colleagues, aimed at determining how state, district and school-level leadership influences student learning. Dr. Leithwood is the recent recipient of the University of Toronto’s Impact on Public Policy award.
Review:
Dr. Brenda Beatty is designer and Director of the highly regarded Monash Master in School Leadership and the Mentoring for first Time Principals and Human Leadership: Developing People programs, delivered on behalf of the Victoria State School Department of Education. Dr. Beatty is a Senior Lecturer for the Faculty of Education at Monash University. She lectures and conducts research on the emotions of leadership, leadership development, school improvement, creating collaborative cultures, organizational change, student sense of connectedness and well being at school and the use of interactive web-based technologies to support the development of professional learning communities. As an international scholar, guest lecturer and keynote speaker, she has presented her work in China, Ireland, England, New Zealand, the United States, Canada, Australia and Italy and - via the net based meeting system, WebEx - at various other national and international conferences. Born in Canada and a doctoral graduate of OISE University of Toronto Canada, where she worked with Professor Andy Hargreaves, her research is published in various refereed journals and her chapter in The Essentials of School Leadership, is entitled “Emotional Leadership”. Various forthcoming publications will consider theories of learning for leadership development, emotional epistemologies, the development of leaders for the future and the role of emotion in sustaining leader wellbeing. Dr. Beatty′s doctoral dissertation Emotion Matters in Educational Leadership: Examining the Unexamined, won the Thomas B. Greenfield award for best Canadian doctoral dissertation of the year in educational administration. Dr. Beatty is working with the Canadian Council on Learning, University of Toronto, the Canadian National Council on Prevention of Crime, Prosperous Pathways, Safe and Healthy Schools, the OECD and Unesco to develop national and international knowledge exchange and support systems to assist local communities anywhere in the world to increase social capital and social cohesion through the development of dynamic, functional, mutually beneficial learning communities.
"This book serves educational leaders well in clearing out the bureaucratic techniques of impersonal management and focusing the core of leadership on dealing with school change as a most human endeavor. When all is said and done, the quality of education revolves around the aspirations, commitments, and wellness of teachers giving their best. This work is timely, thoughtful, and practical. Well done!"
???Clears out the bureaucratic techniques of impersonal management and focuses the core of leadership on dealing with school change as a most human endeavor. When all is said and done, the quality of education revolves around the aspirations, commitments, and wellness of teachers giving their best.??? -- Carl Glickman, Scholar in Residence (06/04/2007)
"Clears out the bureaucratic techniques of impersonal management and focuses the core of leadership on dealing with school change as a most human endeavor. When all is said and done, the quality of education revolves around the aspirations, commitments, and wellness of teachers giving their best." -- Carl Glickman, Scholar in Residence
"Aiming straight at the heart, the authors produce theoretical, empirical, and conceptual evidence to significantly recast leadership for the standards-based reform era. Focusing on teachers' and leaders' emotions alike, they provide a new set of leadership basics and demonstrate how leaders can develop a culture of care and connectedness and inspire rich and collaborative discourse among educators while improving student achievement."--Jo Blase, Professor of Educational Leadership (06/29/2007)
Clears out the bureaucratic techniques of impersonal management and focuses the core of leadership on dealing with school change as a most human endeavor. When all is said and done, the quality of education revolves around the aspirations, commitments, and wellness of teachers giving their best. --Carl Glickman, Scholar in Residence (06/04/2007)"
"Placing principals squarely in the center of school culture and reform, the authors ask the oft-neglected question, 'What can leaders do about school culture and how teachers react to it?' Educators and policy makers alike will come away from this bookwith the revelation that leading with teachers' emotions in mind is the rational choice."--Pat Maslin-Ostrowski, Professor of Educational Leadership (06/18/2007)"
"From job satisfaction and morale to stress, burnout, engagement, and commitment, this book develops a leadership approach that accounts for teacher emotions and strives for maximum achievement on all levels. Educator collectionswill find this an invaluable approach."--California Bookwatch, June 2008 (07/11/2008)"
Clears out the bureaucratic techniques of impersonal management and focuses the core of leadership on dealing with school change as a most human endeavor. When all is said and done, the quality of education revolves around the aspirations, commitments, and wellness of teachers giving their best. --Carl Glickman, Scholar in Residence (06/04/2007)"
"Aiming straight at the heart, the authors produce theoretical, empirical, and conceptual evidence to significantly recast leadership for the standards-based reform era. Focusing on teachers' and leaders' emotions alike, they provide a new set of leadership basics and demonstrate how leaders can develop a culture of care and connectedness and inspire rich and collaborative discourse among educators while improving student achievement."--Jo Blase, Professor of Educational Leadership (06/29/2007)
"Clears out the bureaucratic techniques of impersonal management and focuses the core of leadership on dealing with school change as a most human endeavor. When all is said and done, the quality of education revolves around the aspirations, commitments, and wellness of teachers giving their best."--Carl Glickman, Scholar in Residence (06/04/2007)
"Placing principals squarely in the center of school culture and reform, the authors ask the oft-neglected question, 'What can leaders do about school culture and how teachers react to it?' Educators and policy makers alike will come away from this book with the revelation that leading with teachers' emotions in mind is the rational choice."--Pat Maslin-Ostrowski, Professor of Educational Leadership (06/18/2007)
"From job satisfaction and morale to stress, burnout, engagement, and commitment, this book develops a leadership approach that accounts for teacher emotions and strives for maximum achievement on all levels. Educator collections will find this an invaluable approach."--California Bookwatch, June 2008 (07/11/2008)
-Clears out the bureaucratic techniques of impersonal management and focuses the core of leadership on dealing with school change as a most human endeavor. When all is said and done, the quality of education revolves around the aspirations, commitments, and wellness of teachers giving their best.---Carl Glickman, Scholar in Residence (06/04/2007)
-Placing principals squarely in the center of school culture and reform, the authors ask the oft-neglected question, 'What can leaders do about school culture and how teachers react to it?' Educators and policy makers alike will come away from this book with the revelation that leading with teachers' emotions in mind is the rational choice.---Pat Maslin-Ostrowski, Professor of Educational Leadership (06/18/2007)
-Aiming straight at the heart, the authors produce theoretical, empirical, and conceptual evidence to significantly recast leadership for the standards-based reform era. Focusing on teachers' and leaders' emotions alike, they provide a new set of leadership basics and demonstrate how leaders can develop a culture of care and connectedness and inspire rich and collaborative discourse among educators while improving student achievement.---Jo Blase, Professor of Educational Leadership (06/29/2007)
-From job satisfaction and morale to stress, burnout, engagement, and commitment, this book develops a leadership approach that accounts for teacher emotions and strives for maximum achievement on all levels. Educator collections will find this an invaluable approach.---California Bookwatch, June 2008 (07/11/2008)
???Clears out the bureaucratic techniques of impersonal management and focuses the core of leadership on dealing with school change as a most human endeavor. When all is said and done, the quality of education revolves around the aspirations, commitments, and wellness of teachers giving their best.??? -- Carl Glickman, Scholar in Residence (06/04/2007)
"Clears out the bureaucratic techniques of impersonal management and focuses the core of leadership on dealing with school change as a most human endeavor. When all is said and done, the quality of education revolves around the aspirations, commitments, and wellness of teachers giving their best." -- Carl Glickman, Scholar in Residence
"Aiming straight at the heart, the authors produce theoretical, empirical, and conceptual evidence to significantly recast leadership for the standards-based reform era. Focusing on teachers' and leaders' emotions alike, they provide a new set of leadership basics and demonstrate how leaders can develop a culture of care and connectedness and inspire rich and collaborative discourse among educators while improving student achievement."--Jo Blase, Professor of Educational Leadership (06/29/2007)
Clears out the bureaucratic techniques of impersonal management and focuses the core of leadership on dealing with school change as a most human endeavor. When all is said and done, the quality of education revolves around the aspirations, commitments, and wellness of teachers giving their best. --Carl Glickman, Scholar in Residence (06/04/2007)"
"Placing principals squarely in the center of school culture and reform, the authors ask the oft-neglected question, 'What can leaders do about school culture and how teachers react to it?' Educators and policy makers alike will come away from this bookwith the revelation that leading with teachers' emotions in mind is the rational choice."--Pat Maslin-Ostrowski, Professor of Educational Leadership (06/18/2007)"
"From job satisfaction and morale to stress, burnout, engagement, and commitment, this book develops a leadership approach that accounts for teacher emotions and strives for maximum achievement on all levels. Educator collectionswill find this an invaluable approach."--California Bookwatch, June 2008 (07/11/2008)"
Clears out the bureaucratic techniques of impersonal management and focuses the core of leadership on dealing with school change as a most human endeavor. When all is said and done, the quality of education revolves around the aspirations, commitments, and wellness of teachers giving their best. --Carl Glickman, Scholar in Residence (06/04/2007)"
"Aiming straight at the heart, the authors produce theoretical, empirical, and conceptual evidence to significantly recast leadership for the standards-based reform era. Focusing on teachers' and leaders' emotions alike, they provide a new set of leadership basics and demonstrate how leaders can develop a culture of care and connectedness and inspire rich and collaborative discourse among educators while improving student achievement."--Jo Blase, Professor of Educational Leadership (06/29/2007)
"Clears out the bureaucratic techniques of impersonal management and focuses the core of leadership on dealing with school change as a most human endeavor. When all is said and done, the quality of education revolves around the aspirations, commitments, and wellness of teachers giving their best."--Carl Glickman, Scholar in Residence (06/04/2007)
"Placing principals squarely in the center of school culture and reform, the authors ask the oft-neglected question, 'What can leaders do about school culture and how teachers react to it?' Educators and policy makers alike will come away from this book with the revelation that leading with teachers' emotions in mind is the rational choice."--Pat Maslin-Ostrowski, Professor of Educational Leadership (06/18/2007)
"From job satisfaction and morale to stress, burnout, engagement, and commitment, this book develops a leadership approach that accounts for teacher emotions and strives for maximum achievement on all levels. Educator collections will find this an invaluable approach."--California Bookwatch, June 2008 (07/11/2008)
-Clears out the bureaucratic techniques of impersonal management and focuses the core of leadership on dealing with school change as a most human endeavor. When all is said and done, the quality of education revolves around the aspirations, commitments, and wellness of teachers giving their best.---Carl Glickman, Scholar in Residence (06/04/2007)
-Placing principals squarely in the center of school culture and reform, the authors ask the oft-neglected question, 'What can leaders do about school culture and how teachers react to it?' Educators and policy makers alike will come away from this book with the revelation that leading with teachers' emotions in mind is the rational choice.---Pat Maslin-Ostrowski, Professor of Educational Leadership (06/18/2007)
-Aiming straight at the heart, the authors produce theoretical, empirical, and conceptual evidence to significantly recast leadership for the standards-based reform era. Focusing on teachers' and leaders' emotions alike, they provide a new set of leadership basics and demonstrate how leaders can develop a culture of care and connectedness and inspire rich and collaborative discourse among educators while improving student achievement.---Jo Blase, Professor of Educational Leadership (06/29/2007)
-From job satisfaction and morale to stress, burnout, engagement, and commitment, this book develops a leadership approach that accounts for teacher emotions and strives for maximum achievement on all levels. Educator collections will find this an invaluable approach.---California Bookwatch, June 2008 (07/11/2008)
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- PublisherHawker Brownlow Education Pty Ltd
- ISBN 10 1741708389
- ISBN 13 9781741708387
- BindingPaperback
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